G A I E AI CHA E CH L 10535 F B #100, R C , CA 91730P (909) 906-3593 F (909) 324-2720

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M ID: 844 2132 7302 P :

AGENDA 1. C O

2. A A -pg. 1-2

3. P C

4. E D R

. E

. P

. C (I )

. C

. HR -pg. 3

5. A M - 7/9/20 -pg. 8

6. A M - 7/17/20 -pg. 10

7. D P A M H P -pg.11

8. D P A C P -pg. 19

9. D P A P I R -pg.21

10. D P A I P -pg. 25

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11. D P A EL M P -pg. 27

12. D P A N -C P P -pg. 55

13. D P A P , A R P -pg. 59

14. D P A P -pg. 66

15. D P A R E P B M

16. D P A 2020-2021 B M A P -pg.68

17. B D R

18. A N R B M

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A a D a A 1990, 202 (42 U.S.C. 12132)).

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Employee Name Position Anderson, Lauren Assistant Director of Experiential Learning Beran, David Director of Operations Beran, Diane Secondary Approval Administrator Buss, Laura Assistant Director of Special Education Crespo, Chantelle Crisis and Student Support Interventon Coordinator Cronshaw, Stephanie Regional Director Fazio, Jennie Director of Vendor Relations George, Randi Director of Student Achievement Hernandez, Danielle Assistant Director of Experiential Learning Hodgson, Charlotte Interim Assistant Director of Communication, Policy and Marketing Johnston, Kesley Assistant Director of Student Support Services Kaylor, Jennifer Staff Development Administrator Lacy, Alicia Assistant Director of Human Resources MacMillan, Brook Executive Director Mejia, Ana Chief of Staff Moore, Danielle Achievement Administrator Navarro-Cabero, Christina Director of Special Education Petlick, Nirvana Assistant Director Instructional Services Philips, Christina Regional Director Philips, Kristy Chief Academic Officer Rivera, Javier Assistant Director of Family Relations & Community Life Ronquillo, Jessica Chief Business Officer Santana Garcia, Aldo Achievement Administrator Sophos, Lisa Director of Curriculum & Instruction Sweet, Jennifer Assistant Director of Family Relations & Community Life Thompson, Amy Regional Director Tilden, April Assistant Director of Family Relations & Community Life Tirado, Sarah Assistant Director Instructional Materials Workman, Megan Director of Curriculum & Instruction Alemar, Melissa Homeschool Teacher Anaya, Yesenia Homeschool Teacher Anderson, Sherri Homeschool Teacher Araiza, Alicia Homeschool Teacher

Current Staff List

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Archer, Ernest SpEd Teacher Beadel, Stacie L Homeschool Teacher/Coordinator Belcher, Kristin SpEd Teacher Bennett, Jennifer Homeschool Teacher Berg, Amanda Homeschool Teacher Bettencourt, Tana Homeschool Teacher Borja, Christropher Math Intervention Coordinator Brewer, Bethany Regional Coordinator Brinegar, Janet Homeschool Teacher Bryant, Nicole School Psychologist Buller, Kristin Homeschool Teacher Carmichael, Sarah Homeschool Teacher Carrillo, Stephanie Homeschool Teacher Carter, Cynthia Homeschool Teacher Chetney, Julie SST/504 Coordinator Clemens, Cindy Homeschool Teacher Coker, Daniel Homeschool Teacher/Coordinator Cruthers, Deborah Homeschool Teacher Cruz, Sarina Homeschool Teacher/Coordinator Drake, Jess Homeschool Teacher Duncan, Kristyn Homeschool Teacher Duralia, Melissa School Counselor Elsawah, Reham Homeschool Teacher Faria, Ashley Homeschool Teacher/Coordinator Flores, Sarah Homeschool Teacher Furdui, Melissa Homeschool Teacher Garcia-Ache, Alexandra SpEd Teacher Gibson, Erica Speech Specialist Gilbert, Sarah SpEd Teacher Golden, Alison Regional Coordinator Gott, Jaime Homeschool Teacher Govin, Cynthia Homeschool Teacher Grady, Lora Reading Intervention Coordinator Grayson, Tara Homeschool Teacher Ha, Soojin SpEd Teacher Harrison, Mary Alice Homeschool Teacher Hart, Kelly Homeschool Teacher Hernandez, Sharon Homeschool Teacher Hirota, Denise Homeschool Teacher/Coordinator Hodgson, Samara Homeschool Teacher/Coordinator Jarboe, Glenda Homeschool Teacher

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Jesolva, Silvia Writing Intervention Coordinator Kaura, Amber Homeschool Teacher Kramer, Christine Homeschool Teacher Kuhlberg, Maria Homeschool Teacher Lemaster, Christina Homeschool Teacher Lovell, Sheryl Homeschool Teacher Marais, Jacqueline Homeschool Teacher McGrath, Michelle Homeschool Teacher McKenzie, Morgan Homeschool Teacher McMican, Tereneh Homeschool Teacher/Coordinator Miller, Ryan Homeschool Teacher/Coordinator Monfort, Kimberly Homeschool Teacher Myers, Tracy Homeschool Teacher Nelson, Kathryn Homeschool Teacher Oceguera, Diana EL Intervention Coordinator Oliver, Dawnell Homeschool Teacher/Coordinator Paulson, Marcia Homeschool Teacher Peace, Briea Homeschool Teacher Pena, Trisha Homeschool Teacher Pleta-Herrera, Gracia SpEd Teacher Prince, Brianna Homeschool Teacher Reda, Naader Homeschool Teacher Replogle, Chloe Occupational Therapist Roszkowicz, Julie Regional Coordinator Sanderson, Sandra Regional Coordinator Sandi, Maria Homeschool Teacher/Coordinator Shiba, Deborah Homeschool Teacher Sola, Stacy Homeschool Teacher/Coordinator Somers, Cherie Speech Language Pathologist Stanford, Jennifer Homeschool Teacher Staley, Dawn Anna Homeschool Teacher Steele, Christina Homeschool Teacher Stevenson, Sarah Homeschool Teacher/Coordinator Stockman, Elizabeth Homeschool Teacher/Coordinator Surek, Kendra Homeschool Teacher Tarbell, Karissa Homeschool Teacher Thompson, Jacqueline Homeschool Teacher Vaughn, Kevin Homeschool Teacher Venable, Shanelle Homeschool Teacher Viggers, Erika Homeschool Teacher Viveros, Jasmine Reading Intervention Coordinator

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Waggoner, Michelle (Donna) Homeschool Teacher/Coordinator Waggoner, Robert Homeschool Teacher Walls (Grasmick), Jaime Regional Coordinator West, Betsy Regional Coordinator White, Jason Homeschool Teacher Wilks, Christie Regional Director Yancey, Krystal Homeschool Teacher Yancey, Rebecca Homeschool Teacher Anderson, Kirsten School Nurse Anderson, Marcus Homeschool Teacher Clines, Ashley SpEd Teacher Correa, Irma Homeschool Teacher Esquer, Victor HQT - Spanish Figueroa, Carolyn SST/504 Coordinator Gammell, Alex SpEd Teacher Gee, Michelle SpEd Teacher Gentry, Brittany School Psychologist Greenwell, Lori SpEd Teacher James, Jene High School Teacher Laudermill, Lauren SpEd Teacher Ledbetter, Monica SpEd Teacher Lippen, Rosalynn SpEd Teacher Loza, Andrea Homeschool Teacher Luongo, Jinna SpEd Teacher Matsumoto, Jennifer HQT - English McKendree, Jessica Program Coordinator Owens, Sheena SpEd Teacher Penagos, Johanna Program Coordinator Perez, Christina SpEd Teacher Tomor, Rachel High School Teacher Samaniego, Nelly Homeschool Teacher Sisk, Dona HQT - Science Tankersley, Krysta School Nurse Tay, Julie Program Coordinator Wang, Briana School Psychologist Wells, Lisa SpEd Teacher Wendell, Michelle Homeschool Teacher Wood, Jennifer SpEd Teacher Camacho, Breanna Lending Library Specialist FT Cano, Hughes Vendor Specialist

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Cano, Zaylin Audit Ordering Specialist Churilla, Angela Family Support Specialist Clearwood, Victoria Ordering Specialist - FT Corbin, Renee Family Support Specialist DeWittie, Heather Ordering Specialist - FT Duran, Iris Records/Mail Clerk Hakopian, Amy Teacher - PT Herrera, Brianne Ordering Specialist - FT Johnson, Amber Teacher - PT McGuigan, Christina Family Support Specialist Oliva, April Teacher - PT Osburn, Mandy Family Support Specialist Pack, Vanessa Family Support Specialist Tavares, Jessica Ordering Specialist - FT Thomas, Rebecca Ordering Specialist - FT Wann, Samantha AP Specialist FT Zeegers, Jessica Ordering Specialist - FT Flowers, Stephanie SpEd Service Specialist Valtier, Annaliza SpEd SEIS Specialist Williams, Kelly SpEd Assessment Specialist Marissa Echevarria SpEd Teacher Vong Xavier Nguyen SpEd Teacher Ashley Theiss School School Psychologist

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Granite Mountain charter school board meeting, July 9th, 2020 at 12PM Attendance via teleconference: Luke Kibler, Wendy Maldonado, Valarie Campa, Huda Haddad Absent: None

Call to Order: Luke Kibler called the meeting to order at 12:02PM.

Approval of the Agenda: Huda Haddad motioned to approve the agenda with skipping items 16 on Discussion and Potential Action on the Staff Information Technology Use Policy and 17 on Discussion and Potential Action on the Information Technology Department Policies and Procedures. Valarie Campa seconded. -Unanimous

Public Comments: None

Executive Director’s Report: Executive Director gave a report on:

a. Enrollment Updateb. Procurify Updatec. Charter Technical Services (IT) Updated. Curriculum Updatee. HR Update

Approval of Minutes - June 25, 2020: Huda Haddad motioned to approve June 25, 2020 minutes. Wendy Maldonado seconded. -Unanimous

Approval of Minutes - June 27, 2020: Wendy Maldonado motioned to approve June 27, 2020 minutes. Valarie Campa seconded. -Unanimous

Discussion and Potential Action on the Board Member Selection: Valarie Campa motioned to designate an AD Hoc Committee consisting of Luke Kibler and Wendy Maldonado to interview two board member candidates including Kristyn Orr and Annabelle Klosno, with notes taken and put into a packet that will be shared in a special meeting. Wendy Maldonado seconded. -Unanimous

Discussion and Potential Action on the Election of Officers: Valarie Campa motioned Luke Kibler into President office. Wendy Maldonado seconded. -Unanimous

Valarie Campa motioned Wendy Maldonado into Treasurer office. Huda Haddad seconded.

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-Unanimous

Valarie Campa motioned Huda Haddad into Secretary office. Luke Kibler seconded. -Unanimous

Huda Haddad motioned Valarie Campa into Vice President office. Wendy Maldonado seconded. -Unanimous

Discussion and Potential Action on the Compensation Policy: Huda Haddad motioned to approve the Compensation Policy. Valarie Campa seconded. -Unanimous

Presentation on the Implementation of Charter Safe Services: Ana Mejia gave a presentation on the Implementations of Charter Safe Services.

Discussion and Potential Action on the School Enrollment Capacity: Wendy Maldonado motioned to approve the School Enrollment Capacity with the addition of language stating that, “siblings are offered a space through 7/16/2020, after which there will be a pause on guarantied enrollment for siblings. Families upon completion of enrollment will have 5 days to sign the Master Agreement once sent from their teacher”. Valarie Campa seconded. -Unanimous

Wenday Maldonado motioned to take a 5 minutes break at 1:31PM. Huda Haddad seconded. -Unanimous

Meeting resumed at 1:37PM

Discussion and Potential Action on the Instructional Funds Policy: Wendy Maldonado motioned to approve the Instructional Funds Policy with two changes of Lending Library to Mobile Lending Library and removal of education conferences. Huda Haddad seconded. -Unanimous

Discussion and Potential Action on the Policy Confirming No Funds or Things of Value to Students, Parents of Guardians:

Wendy Maldonado motioned to approve the Policy Confirming No Funds or Things of Value to Students, Parents of Guardians. Valarie Campa seconded. -Unanimous

Discussion and Potential Action on the Ordering Guide: Huda Haddad motioned to approve the Ordering Guide with changes noted. Valarie Campa seconded. -UnanimousChanges made:-Gym memberships for high school students approved with up to 3 months at a time andappropriate pricing.

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-Musical instrument stands moved to approved as needed with instructional.

Discussion and Potential Action on the Policy Regarding Inconsistent, Incompatible or Conflicting Employment, Activity or Enterprise by School Personnel:

Valarie Campa motioned to approve the Policy Regarding Inconsistent, Incompatible or Conflicting Employment, Activity or Enterprise by School Personnel. Wendy Maldonado seconded. -Unanimous

Discussion and Potential Action on the Acceptance of the Sale of Receivables Proposals: Wendy Maldonado motioned to table the Acceptance of the Sale of Receivables Proposals for next meeting. Valarie Campa seconded. -Unanimous

Closed Session - Executive Director’s Evaluation: Valarie Campa motioned into closed session at 3:17PM. Huda Haddad seconded. -UnanimousHuda Haddad motioned out of closed session at 4:07PM. Wendy Maldonado seconded.-UnanimousAction taken was to peruse a contract with Executive Director for next year.

Discussion and Potential action on the Executive Director’s Salary and Benefits: Valarie Campa motioned to approve the Executive Director’s Salary of $ 150,000 and Benefits. Wendy Maldonado seconded. -Unanimous

Board of Director’s Requests: -Board training.-Set up interviews for the two board candidates.-Schedule a special meeting for next week.-Special meeting on the budget.-Email and call out to all the families about the capacity.

Announcement of Next Regularly Scheduled Board Meeting: Next regular board meeting will be on July 25th, 2020 at 12PM.

Adjournment: Valarie Campa motioned to adjourn meeting at 4:15PM. Wendy Maldonado seconded -Unanimous

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Granite Mountain charter school special board meeting, July17, 2020 at 10AM Attendance via teleconference: Luke Kibler, Wendy Maldonado, Valarie Campa, Huda Haddad Absent: None

Call to Order: Luke Kibler called the meeting to order at 10:05AM.

Approval of the Agenda: Huda Haddad motioned to approve the agenda. Valarie Campa seconded. -Unanimous

Public Comments: None

Discussion and Potential Action on the Board Member Selection: Huda Haddad motioned to approve Kristyn Orr as the new Board Member. Valarie Campa seconded. -Unanimous

Discussion and Potential Action on the Sale and Receivables: Wendy Maldonado motioned to approve CAM for the Sale and Receivables. Valarie Campa seconded. -Unanimous

Discussion and Potential Action on the Opening of the Money Market Savings Account: Wendy Maldonado motioned to approve the Opening of the Money Market Savings Account. Huda Haddad Seconded. -Unanimous

Discussion and Potential Action on the Amendment to the Vendor Contract: Huda Haddad motioned to approve the Amendment to the Vendor Contract. Valarie Campa seconded. -Unanimous

Discussion and Potential Action on the Amendment to the Ordering Guide: Valarie Campa motioned to approve the Amendment to the Ordering Guide. Wendy Maldonado seconded. -Unanimous

Discussion and Potential Action on the Amendment to the Lottery Policy: Wendy Maldonado motioned to approve the Amendment to the Lottery Policy. Valarie Campa seconded. -Unanimous

Announcement of Next Regularly Scheduled Board Meeting: Next scheduled board meeting will be on July 25, 2020 at 12PM.

Adjournment: Valarie Campa motioned to adjourn the meeting at 10:57AM. Huda Haddad seconded. -Unanimous

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Middle School Honors Program

The goal of Granite Mountain Charter school is to ensure the individual academic needs of all students are met. In doing so, it is our mission to provide programs that not only assist students academically, but to challenge them as well. For students who seek additional rigor within their middle school core coursework, the staff presents the aforementioned middle school honors policy to challenge and stimulate students on an academic level. In order to receive honors credit on a student’s report card and transcript, students can elect to take a course from an approved honors vendor, complete the following course guide project, or complete an HST project that is equivalent to ensure that students are being presented with rigorous academic material and provide additional opportunities for higher level thinking and critical thinking.

The following courses will be offered with the honors designation on their report card and school transcripts:

English 7 honors English 8 honors

Math 7 honors: equivalent to Pre-Algebra Math 8 honors: equivalent to Algebra 1

Science 7 honors Science 8 honors

Social Studies 7 honors Social Studies 8 honors

Students who enroll in honors middle school courses will complete all grade level content standards with attention to detail, utilize higher level thinking skills and critical analysis within all assignments, and complete an additional honors project each semester.

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Teacher Certification Policy Granite Mountain Charter School is committed to providing a high-quality educational program that is dependent upon the employment of certificated staff who are adequately prepared and have demonstrated proficiency in basic skills and in the subject matter to be taught. The Executive Director designee shall ensure that persons employed to fill positions requiring certification qualifications possess the appropriate credential, permit, or other certification document from the Commission on Teacher Credentialing (CTC) and fulfill any additional state, federal, or the Charter School requirements for the position.

The purpose of the Granite Mountain Charter School Governing Board approving this Teacher Certification Policy is to accomplish the following:

1. Establish the Support to Teachers Holding Preliminary Credentials2. Identify the Procedures for Hiring Based on Unavailability of Credentialed Teacher3. Outline the Declaration of Need Requirements4. Establish the Procedures for Employing Non-Credentialed Teachers

1. Support for Teachers Holding Preliminary Credentials: The Executive Director ordesignee shall provide assistance and support to teachers holding preliminary credentials toenable them to meet the qualifications required for the clear credential.

2. Hiring Based on Unavailability of Credentialed Teacher: The Executive Director ordesignee shall make reasonable efforts to recruit a fully prepared teacher for each assignment.Whenever a teacher with a clear or preliminary credential is not available, the ExecutiveDirector or designee shall make reasonable efforts to recruit an individual for the assignmentin the following order: (Education Code 44225.7)

1. A candidate who enrolls in an approved intern program in the region of the Charter Schooland possesses an intern credential

2. A candidate who is scheduled to complete preliminary credential requirements within sixmonths and who holds a provisional internship permit (PIP) or short-term staff permitissued by the CTC

3. The Board shall approve, as an action item at a public Board meeting, a notice of its intentto employ a PIP applicant for a specific position. (5 CCR 80021.1)

4. An individual who holds an emergency permit or for whom a credential waiver has beengranted by the CTC

Prior to requesting that the CTC issue an emergency permit pursuant to item #3 above or a limited assignment permit which allows a fully credentialed teacher to teach outside of his/her area of certification while working toward an added or supplementary authorization, the Board

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shall annually approve a Declaration of Need for Fully Qualified Educators. The Declaration of Need shall be approved by the Board as an action item at a regularly scheduled public Board meeting, with the entire Declaration of Need being included in the Board agenda. (Education Code 44225, 44225.7; 5 CCR 80023.2, 80026, 80027, 80027.1)

3. The Declaration of Need: The Declaration of Need shall certify that there is an insufficientnumber of certificated persons who meet the Charter School's specified employment criteriafor the position(s) and that the Charter School has made reasonable efforts to recruit individualswho meet the qualifications specified in items #1-2 above. The Declaration of Need shall alsoindicate the number and type of emergency permits that the Charter School estimates it willneed during the valid period of the Declaration of Need, based on the previous year's actualneeds and projections of enrollment. Whenever the actual number of permits needed exceedsthe estimate by 10 percent, the Board shall revise and resubmit the Declaration of Need. (5CCR 80026)

3. Non-Credentialed Teachers: Whenever it is necessary to employ non-credentialed teachersto fill a position requiring certification qualifications, the Executive Director or designee shallprovide support and guidance in accordance with the law to ensure the quality of theinstructional programs.

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Policy for Inspection of Public Records

I. Purpose

This Policy sets forth Granite Mountain Charter School’s (“School”) policies and

procedures regarding requests for inspection of the School’s public records under the

California Public Records Act (“PRA”) (Government Code section 6250 et seq.). The

School recognizes the public’s right to access public records and intends to provide public

members with reasonable access to public records consistent with the law. If any provision

of this Policy conflicts with the law, the law shall take precedence.

II. How to Request Records

Requests for the School’s public records must be submitted to:

Executive Director Granite Mountain Charter School 10535 Foothill Blvd. #100 Rancho Cucamonga, CA 91730 Phone: (909) 906-3593 Fax: (909) 324-2720 Email: brook@granitemountainschool.com Principal 1740 E Huntington Dr. #205 Duarte, CA 91010 Phone: (616) 525-1176 Fax: (616) 465-4544 Email: pra@inspireschools.org

To ensure that requests can be responded to appropriately, the School encourages that all

requests be made in writing by submitting a Public Records Request Form, attached as

Appendix A. To the extent possible, the requestor should specify, in writing, the records

sought with sufficient detail to enable the School to identify particular records.

III. Right to Inspect

To the extent required by law, the School will make available all public records open to

inspection by any person during normal business hours and by appointment only. Copies

of public records may be obtained by any person, subject to compliance with the procedures

set forth in this Policy and consistent with the law.

IV. Records Exempt from Disclosure

There are numerous circumstances under which public records are exempt from disclosure.

Whether an exemption applies will be determined on a case-by-case basis. The School will

determine which records or a portion thereof are exempt from disclosure consistent with

the PRA and other relevant state and federal laws. The notification of denial or withholding

of records must be in writing and shall provide the reason for the denial or withholding of

records and shall set forth the names and titles or positions of each person responsible for

the denial.

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V. Procedures for Responding to Requests for Inspection or Copies of Records

The School will follow a two-step process when responding to a PRA request. First, within

10 calendar days of receiving any request to inspect or copy a public record, the School

shall acknowledge receipt of the request and inform the requestor whether the School has

disclosable public records in its possession that are responsive to the request and when it

will make them available. If the School determines that it will not provide some records, it

shall provide the grounds for withholding them and shall set forth the names and titles or

positions of each person responsible for the denial. Second, if the School determines that

it has disclosable documents, it shall make the documents available within a reasonable

time.

In unusual circumstances, the School may extend the 10-day limit for up to 14 days by

providing written notice to the requestor setting forth the reasons for the extension and the

date on which a determination is expected to be made.

If the request is ambiguous or unfocused, the School shall make a reasonable effort to elicit

additional clarifying information from the requestor that will identify public records

responsive to the request. To the extent reasonable under the circumstances, the School

shall do all of the following in assisting the requestor:

1. Assist the member of the public to identify records and information that are

responsive to the request or to the purpose of the request, if stated;

2. Describe the information technology and physical location in which the

records exist; and

3. Provide suggestions for overcoming any practical basis for denying access

to the records or information sought.

These requirements are deemed to have been satisfied if the School is unable to identify

the requested information after making a reasonable effort to elicit additional clarifying

information from the requestor that will help identify the record or records.

The School may charge a reasonable fee (not to exceed the direct costs of duplication) for

preparation of copies of identifiable public records. Deposit of applicable fees is required

prior to preparation and delivery of any requested records.

Policy Approved by Board on September 21, 2019.

Revised July 25th, 2020

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APPENDIX A GRANITE MOUNTAIN CHARTER SCHOOL

PUBLIC RECORDS REQUEST FORM

Fee Schedule Document Production Paper and electronic records (black): $0.15 per page

Paper and electronic records (color): $0.25 per page Records provided on CDs: $1.00 per disc Records provided on DVD: $2.00 per disc

Computer Programming Direct costs associated with production Mailing Documents Envelope (letter sized) $0.05 per envelope

Envelope (9x12 or 12x13) $0.10 per envelope Postage determined based on actual cost

Requestor’s Information Name: Title: Organization: Address:

Phone: Fax: Email:

Records Requested I am requesting the following documents:

I am also seeking copies of the documents listed above.

I understand that Granite Mountain Charter School will respond to all public records requests in

compliance with the timelines provided under state law and consistent with its policies.

I understand that in accordance with the School’s Policy for Inspection of Public Records, the School

may charge a fee for copies of public records as specified above. Payment is required in advance of

delivery of any requested records. If more than 15 pages are requested, the School may require a

deposit before making copies.

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process is completed, you have 60 days to refile your complaint with OCR. OCR’s first step will be to determine whether to defer to the result reached in the other previous process.

Do I have to file an OCR complaint before I can file a claim in court? The regulations under Title VI, Title IX, Section 504 and Title II do not require you to file with OCR prior to filing a claim under these laws in Federal court. The regulations under the Age Discrimination Act, however, allow you to file a claim in Federal court under that law only after: 1) 180 days have elapsed since you filed the complaint with OCR and OCR has made no finding, or 2) OCR issues a finding in favor of the recipient. If this occurs, OCR will promptly notify you and remind you of your right to file in court. If you are considering filing in court, bear in mind that OCR does not represent complaining parties or provide advice regarding court filings. You would need to use the services of your own attorney. Also, if you proceed with your claim in a court, OCR will not continue to pursue your OCR complaint.

4. Resources for Additional Information:a. US Department of Education Office for Civil Rights complaint

form: https://www2.ed.gov/about/offices/list/ocr/complaintintro.htmlb. The OCR office for California is located at:

San Francisco Office Office for Civil Rights U.S. Department of Education 50 United Nations Plaza Mail Box 1200, Room 1545 San Francisco, CA 94102 Telephone: 415-486-5555 FAX: 415-486-5570; TDD: 800-877-8339 Email: ocr.sanfrancisco@ed.gov

c. California Department of Education, Equal Opportunity & Access:https://www.cde.ca.gov/re/di/eo/index.asp

d. U.S. Department of Education, Office for Civil Rights, Title IX ResourceGuide (Apr. 2015).https://www2.ed.gov/about/offices/list/ocr/docs/dcl-title-ix-coordinators-guide-201504.pdf

5. Notice of Nondiscrimination: The Charter School District fully complies with TitleIX. The Charter School District does not discriminate on the basis of sex in the educationprograms or activities it operates. The Charter School District does not discriminate on thebasis of sex in admission to or employment in its education programs or activities. Inquiriesconcerning the application of Title IX and its implementing regulations may be referred tothe Title IX coordinator or to the OCR.

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Title IX Policy Title IX is a federal law that was passed in 1972 to ensure that male and female students and employees in educational settings are treated equally and fairly. It protects against discrimination based on sex (including sexual harassment). In addition, Title IX protects transgender students and students who do not conform to sex stereotypes. State law also prohibits discrimination based on gender (sex), gender expression, gender identity, and sexual orientation.

The purpose of the Granite Mountain Charter School Governing Board approving this Title IX Policy is to accomplish the following:

1. Establish a Title IX Coordinator2. Outline Student and Employee Title IX Rights3. Establish the Procedures for Filing a Complaint4. Provide Resources for Additional Information5. Establish the Notice of Nondiscrimination

1. Title IX Coordinator: The Charter School will provide a Title IX Coordinator.Title IX Coordinator - Brook Macmillan Email - brook@inspireschools.org Phone Number – (951) 479-2609 Title IX Coordinator – Randi George Email - randi@granitemountainschool.com Phone Number – (909) 255- 0795

2. Student and Employee Title IX Rights: Under California Education Code section 221.8:a. You have the right to fair and equitable treatment and you shall not be discriminated

against based on your sex.b. You have the right to be provided with an equitable opportunity to participate in all

academic extracurricular activities.c. You have the right to receive equitable treatment and benefits in the provision of

all of the following:i. Equipment and supplies

ii. Transportation and daily allowancesiii. Access to tutoringiv. Coachingv. Medical and training facilities and services

vi. Publicityd. You have the right to have access to a gender equity coordinator to answer

questions regarding gender equity laws.e. You have the right to contact the State Department of Education and the California

Interscholastic Federation to access information on gender equity laws.f. You have the right to file a confidential discrimination complaint with the United

States Office of Civil Rights or the State Department of Education if you believe25

you have been discriminated against, or if you believe you have received unequal treatment on the basis of your sex.

g. You have the right to pursue civil remedies if you have been discriminated against.h. You have the right to be protected against retaliation if you file a discrimination

complaint.

3. Filing a Complaint: If you feel you were discriminated against in violation of Title IX,please contact the Title IX Coordinator. It is the coordinator’s primary responsibility toensure the Charter School complies with the requirements of Title IX. You have 180 daysof the date of the alleged discrimination, unless the time for filing is extended for good cause bythe Title IX Coordinator. Although you are not required to utilize the School’s internal grievanceprocedure, you may do so prior to filing a complaint with the Office of Civil Rights (OCR). Ifyou use the School’s internal grievance process, your Title IX complaint must be filed with theOffice of Civil Rights within 60 days after the last act of the School’s grievance process.

You may also file a complaint of discrimination with the US Department of Education Office forCivil Rights (“OCR”). https://www2.ed.gov/about/offices/list/ocr/index.html. The Web link forthe OCR complaint form is found athttps://www2.ed.gov/about/offices/list/ocr/complaintintro.html

You may further contact the OCR directly at 800-421-3481 or by emailing ocr@ed.gov.

Frequently Asked Questions:

How do I file a complaint of discrimination with the US Department of Education Office for Civil Rights (“OCR”)? You may contact an OCR enforcement office to obtain a complaint form, or you may file a discrimination complaint by using the on-line complaint form.

What do I need to include in my complaint? You should let us know include information regarding which school, college or other institution you are complaining about, the person(s) who has been discriminated against, when the discrimination occurred,. Please and you should sign and date the letter and include an address and phone number of where you can be reached.let us know how we can reach you by phone and letter so that we can contact you. If filing on-line, you will still need to provide an original signature by mail, which may be done by printing and mailing a “Consent Form” linked from the bottom of the on-line complaint form.

How soon after the discrimination do I need to file? You need to file your complaint within 180 calendar days after of the discrimination. There are certain limited circumstances that allow our agency to grant a waiver. If you need more information about your situation, contact the OCR enforcement office responsible for the state in which the institution is located.

How promptly will OCR respond to my complaint? OCR will promptly acknowledge receiving the receipt of your complaint and will contact you by letter or telephone to let you know whether we will proceed further with your complaint.

What is OCR’s role during the complaint process? OCR’s role is to be a neutral fact-finder and to promptly resolve complaints. OCR has a variety of options for resolving complaints, including facilitated resolutions and investigations. OCR does not act as an advocate for either party during the process.

What if I am already pursuing my complaint within the school district or college or

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with another agency? OCR does not handle cases that are being addressed by another agency or within a school’s or college’s formal grievance procedure if OCR anticipates that the agency you filed with will provide you with a resolution process comparable to OCR’s. Once the other complaint process is completed, you have 60 days to refile your complaint with OCR. OCR’s first step will be to determine whether to defer to the result reached in the other previous process.

Do I have to file an OCR complaint before I can file a claim in court? The regulations under Title VI, Title IX, Section 504 and Title II do not require you to file with OCR prior to filing a claim under these laws in Federal court. The regulations under the Age Discrimination Act, however, allow you to file a claim in Federal court under that law only after: 1) 180 days have elapsed since you filed the complaint with OCR and OCR has made no finding, or 2) OCR issues a finding in favor of the recipient. If this occurs, OCR will promptly notify you and remind you of your right to file in court. If you are considering filing in court, bear in mind that OCR does not represent complaining parties or provide advice regarding court filings. You would need to use the services of your own attorney. Also, if you proceed with your claim in a court, OCR will not continue to pursue your OCR complaint.

4. Resources for Additional Information:a. US Department of Education Office for Civil Rights complaint

form: https://www2.ed.gov/about/offices/list/ocr/complaintintro.htmlb. The OCR office for California is located at:

San Francisco Office Office for Civil Rights U.S. Department of Education 50 United Nations Plaza Mail Box 1200, Room 1545 San Francisco, CA 94102 Telephone: 415-486-5555 FAX: 415-486-5570; TDD: 800-877-8339 Email: ocr.sanfrancisco@ed.gov

c. California Department of Education, Equal Opportunity & Access:https://www.cde.ca.gov/re/di/eo/index.asp

d. U.S. Department of Education, Office for Civil Rights, Title IX ResourceGuide (Apr. 2015).https://www2.ed.gov/about/offices/list/ocr/docs/dcl-title-ix-coordinators-guide-201504.pdf

5. Notice of Nondiscrimination: The Charter School District fully complies with TitleIX. The Charter School District does not discriminate on the basis of sex in the educationprograms or activities it operates. The Charter School District does not discriminate on thebasis of sex in admission to or employment in its education programs or activities. Inquiriesconcerning the application of Title IX and its implementing regulations may be referred tothe Title IX coordinator or to the OCR.

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ENGLISH LEARNER MASTER PLAN

2019-2020 2020-2021 Granite Mountain Charter School

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Table of Contents

Introduction 3

Initial Identification: Registration and Home Language Survey 3

Assessment: English Language Proficiency 4

Parent Notification of Results 5

Program Placement/Instructional Program 7

Staffing and Professional Development 7

Initial ELPAC-ELAS Correction Policy and Process

Reclassification Policy and Procedures

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9

Reclassification of ELs with Disabilities 10

RFEP Monitoring 10

Appendix Initial ELPAC Notification Letter Evidence Form-Initial ELPAC-ELAS Correction

12 15

Reclassification Form 17 Parent Notification of Reclassification Letter 18 Reclassification Form for ELs with Disabilities 20 RFEP Monitoring Form 23

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Master Plan for Services to English Learners

Granite Mountain Charter School aims for outstanding programs for all of our students. English Learners have enormous challenges but also have the opportunity to develop the asset of bilingualism within a global community. They face the double task of learning the challenging Common Core state standards and mastering a new language.

To make sure we reach achieve optimal results for English Learners we developed this Master Plan to ensure that they learn English, have full access to a challenging academic curriculum, and that they build the multicultural proficiency that is necessary in today’s complex and challenging world. This plan is a practical guide for all staff to ensure that we provide consistent, coherent services to each and every English Learner in our school. We are all expected to follow the plan, and it provides specific ways for us to hold ourselves accountable for obtaining optimal results.

This plan describes how we identify, serve and support students who initially enroll in our school with limited proficiency in the English language. The plan sets forth five goals for this work:

1. English Learner (EL) programs will be fully implemented.2. Parents of English Learners and Reclassified Fluent English Proficient Students (RFEPs) will participate

meaningfully in their children’s education.3. English Learners will master the English language as efficiently and effectively as possible.4. English Learners will achieve academic success comparable to English Only (EO) students.5. English Learners and Reclassified Fluent English Proficient Students will be at no greater risk for school

failure than English Only Students.

Identification Tools:

● Home Language Survey upon enrollment● Additionally, look in CALPADS and cumulative folders

Step 1: Registration, including Completion of the Home Language Survey

Upon enrollment, parents complete a Home Language Survey or HLS as required by state law. This survey is completed the first time the parent enrolls the child in Granite Mountain Charter School and the results are maintained thereafter in the charter school’s student information system and the English Learner folder in the child’s cumulative record (CUM).

If the answers to Items 1, 2, 3 on the HLS are “English”, the child is classified as English Only or EO. The parent is notified of the result and is given an explanation of the placement options open to the student. The default option is Mainstream English.

If Item 1, 2, or 3 on the Home Language Survey is answered with a language other than English or ASL, the child is tested for English proficiency. (Continue to Step 2)

However, if the parent’s response to the first three questions on the HLS is English, and the response to the fourth question is other than English, then reasonable doubt may exist as to the student’s home language. If there is evidence of significant non-English exposure, then the pupil must be administered the state English language proficiency assessment, currently known as the English Language Proficiency Assessments for California (ELPAC). The parent will be consulted by a certificated staff member regarding the need to administer the assessment, the results, and the subsequent program placement of the child.

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NOTE: When reasonable doubt is established, the school must annotate the HLS to document the reasons for ELPAC administration. The school administrator/designee must sign and date the annotations provided.

The parent has the right to amend the HLS at any time. However, if the student has already been administered the initial ELPAC , any changes to the HLS will not affect the student’s official language classification. If the parent amends the HLS prior to initial ELPAC administration, the school must honor the changes made while continuing to take reasonable doubt into consideration, given the probable impact of the change relative to the parent’s or student's observed linguistic behavior.

Parents who enroll their child in Pre-Kindergarten must complete the HLS as part of the enrollment process. The first HLS (e.g., Pre-K) on file for a student supersedes all HLS forms completed at later times. Therefore, the answers provided on the initial HLS are documented permanently in CALPADS.

Assessment

● Initial ELPAC, within 30 days of enrollment-- July 1- May 30● Initial ELPAC score report and Notification Letter will be mailed, after testing. See Appendix 1(generic

sample letter)● Summative ELPAC, for current ELs-- Feb. 1-May 30

Step 2: English Language Proficiency Assessment

State regulations require that if the student’s Home Language Survey indicates that a language other than English is used at home in Item 1, 2, or 3, the student’s English language proficiency level must be assessed within 30 calendar days of initial enrollment.

The ELPAC is a standardized language proficiency test designed to measure the English proficiency of non-native speakers in four areas: Listening, Speaking, Reading and Writing. The child receives a score for each part of the test that is taken (Listening, Speaking, Reading, and Writing) as well as an overall score. The score types include: scale scores and proficiency levels.

School staff calculates a preliminary score for the purpose of determining the default program and placement options. These results, including proficiency level results for each subtest, are communicated to the parent on the Parent Notification of English Language Testing Form. The assessment is also forwarded to the test publisher for official scoring. These official results override the informal scoring if the scores differ. The official results are sent to the parent within 30 days of receipt by the school. ELPAC results are maintained in the student’s English Learner folder inside the cumulative folder, and in the school’s student information system for future use in the monitoring of student progress and in the program evaluation.

If an Individual Education Plan (IEP) team has determined that a student is unable to take all or part of the ELPAC, the student will be given a California Department of Education (CDE) approved alternative assessment.

On the basis of the English language assessment, students are classified as either English Learner (EL) or Initially Fluent English Proficient (IFEP).

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NOTE: Students classified as IFEP are not eligible to receive EL services and will receive grade-level instruction in an instructional program designed for Native-English and Fluent-English speakers.

IFEP Students - The parents of IFEP students are informed of the results and given the same program options as those given EO students: the default program is Mainstream English. Placement is made on the same basis as for EOs.

English Learners proceed to primary language assessment. Parents of ELs will be notified each year of their child’s current language classification along with the annual assessment results. A student will remain an EL until he or she has met the criteria for reclassification.

Step 3: Parent Notification of Results

Parent Notification of Initial Assessment Results and Program Placement

Parents of students (ELs and IFEPs) who are administered the initial ELPAC will receive official notification informing them of their child’s:

● Initial English language proficiency level and how it was assessed● Official language classification● Instructional program placement

In addition to the above, parents must also receive information regarding the:

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● Various instructional program options, educational strategies, and educational materials to be used ineach program

● Reclassification, or program exit, criteria● Instructional program for ELs with a disability (with an IEP) and how such program will meet the

objectives of the IEP● Expected rate of graduation for ELs

Parent Notification of Annual Assessment Results and Program Placement

Program Placement/Instructional

● English Language Mainstream (ELM)—A classroom setting for English learners who have acquiredreasonable fluency in English, as defined by the school district. In addition to ELD instruction, Englishlearners continue to receive additional and appropriate educational services in order to recoup anyacademic deficits that may have been incurred in other areas of the core curriculum as a result oflanguage barriers.

● Core Instruction in English● Daily Leveled ELD for 30 – 60 minutes based on the student need and level independently at home

through English at a Flash (STAR360) program with teacher monitoring progress BrainPop ELL, aproficiency-based English language learning program appropriate for all ages.

● SDAIE strategies/vocabulary development will be embedded in curriculum and enhanced with teachersupport in person or online sessions. One to three, half hour sessions. (SDAIE Strategies for EnglishLearner Intervention is attached).

● Monitor student progress and evaluate program regularly.● Optional ELD class (virtual).● Pathblazer for math and reading supports● Reading Horizons—this program provides an assessment of your student, then offers differentiated and

individualized assignments to help them build foundational skills in English language.

Step 4: Program Placement

The following process is used to identify the most appropriate program for the English Learner. ELPAC results indicate whether the student is reasonably fluent in English or not.

The criteria for reasonable fluency in English are the same as the criteria for “Probably English Proficient” in the ELPAC Scoring Guide. They include:

1. Student’s overall proficiency level is Early Advanced or higher, and2. Proficiency in each skill area is Intermediate or higher. The skill areas are Listening, Speaking

(Kindergarten through 12th grade), Reading, Writing, (2nd through 12th grade).

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If the child is reasonably fluent in English by these criteria, then the default placement is the mainstream English program. Additional support services may be recommended, as appropriate. The child will normally continue in this placement until reclassified. Support services in the mainstream program must include English Language Development and may include one or more of the following:

● Content instruction using SDAIE strategies● Specialized instruction by an English Learner Development teacher● Participation in Benchmark, Strategic, or Intensive interventions in variety of setting based on student

need● McGraw Hill Flex Curriculum (EL supports based on Level) Evidence-based curriculum that supports

all EL levels

PROFESSIONAL DEVELOPMENT FOR STAFF AND ADMINISTRATORS ON INITIAL IDENTIFICATION, PLACEMENT, AND RELATED PARENTAL RIGHTS/INFORMED CONSENT Our school provides ongoing annual professional development for administrators and staff, including special education teachers and staff, on legal requirements and district procedures relating to the implementation of the identification and placement requirements of this English Learner Master Plan, including but not limited to:

● Initial identification● Placement options and procedures● Communicating assessment results to families effectively● Parental rights and informed consent regarding initial identification and placement, including the

parental exception waiver process.

Those who must participate in the training include but are not limited to: administrators, teaching staff, counselors, Enrichment Center staff, staff members who work with ELs’ student records, office staff members responsible for registration, special education teachers, paraprofessionals and specialists, and other support staff as necessary. The training places special emphasis on sensitivity to parents, including how to make parents feel welcome, and how to ensure that they are truly informed and able to take an active role in the process of determining the appropriate instructional program for their child.

INITIAL ELPAC-ELAS CORRECTION POLICY AND PROCESS

Local Educational Agencies are allowed to make one correction per student per lifetime to an English Language status. This process can be used if a parent/guardian or certificated employee of the LEA requests a review of the student’s classification on the basis of the results of the Initial ELPAC. Typically, the process will be used if a parent/guardian or certificated employee can provide evidence that a student who was classified as English Learner (EL) after taking the Initial ELPAC should be classified as Initially Fluent English Proficient (IFEP). This process must occur before the first administration of the Summative ELPAC starting in February.

If a student was tested with the initial ELPAC and was designated EL but, based on evidence and observation, you feel that they are proficient in English, the HST can request a status correction to IFEP (Initially Fluent English Proficient).

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1. HST submits the Google Survey--ELAS Correction Request for Initial ELPAC; found in the ELResources Folder.

2. If the request is approved for further review, HST will receive an Evidence Form and info sheet.3. HST and family review the examples of possible evidence for student’s grade span.4. HST and family gather appropriate, grade-level evidence in all domains to illustrate student’s English

Language Proficiency5. Complete the Evidence Form, signed by HST and Parent, then email, along with evidence, to the

school’s EL Designee or coordinator.

RECLASSIFICATION

Our school reclassifies EL students to Reclassified English Fluent Proficient (RFEP) at the point when specialized language and academic support services are deemed no longer needed for ELs to be successful in their educational program at a level commensurate to non-ELs. This decision is made using criteria that include assessment of English language proficiency using the ELPAC, Smarter Balanced Assessment Consortium(SBAC) or California Alternative Assessment (CAA) scores in English-Language Arts, teacher evaluation, and parent consultation. Once ELs are reclassified, they retain RFEP status for the rest of their educational careers. However, the academic progress of RFEP students must be monitored for a minimum of two years, as required by state and federal guidelines, and if their continued linguistic and academic performance declines or stalls, interventions are provided to ensure that these students reach and maintain grade level academic proficiency. A full description of the reclassification process is detailed below. ELPAC proficiency level, in addition, common, grade-level standards-based assessments and English language development (ELD) assessments are examined to determine if the student is able to function at a level commensurate with his or her English-speaking peers.

Reclassification Policy, Criteria, and Process:

The EL Designee or coordinator, in conjunction with teacher input, will specifically evaluate students who are potentially qualified for reclassification. This will occur upon release of ELPAC scores by the state.

Per California Department of Education recommendations and requirements, EL Reclassification will be based on the following four criteria:

1) ELPAC Score - Student must have an Overall Performance Level score of 4 (the statewide standardizedELP criterion), with no more than one subscore of 2.

2) Teacher Evaluation - Student progress as observed by the teacher, as well as student’s grades/progressindicators in math and English. Grade must be a C or higher in both courses. Progress in standards mustbe Meeting or Exceeding Expectations.

3) Parent Opinion and Consultation - Parents will be invited to, and are strongly encouraged to participatein a phone conference, as noted in Parent Notification Letter of Reclassification.

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4) English Language Proficiency - EL student’s English language proficiency will be compared with thatof an English Proficient Student. This will take the form of the STAR 360 Assessment and SBACscores. The cut score requirements/criteria is indicated in the chart below.

Grade Minimum ELA

SBAC Score

Minimum Reading Score on

STAR360

Minimum Math SBAC Score

Minimum Math Score on

STAR360

TK/K n/a 50 n/a

n/a

1st n/a

71 n/a

240

2nd n/a 182 n/a 396

3rd Standard nearly met 323 Standard nearly met 482

4th Standard nearly met 424 Standard nearly met 567

5th Standard nearly met 525 Standard nearly met 634

6th Standard nearly met 626 Standard nearly met 699

7th Standard nearly met 713 Standard nearly met 736

8th Standard nearly met 847 Standard nearly met 767

9th n/a

925 n/a

780

10th n/a

981 n/a

782

11th Standard nearly met 1026 Standard nearly met 803

12th n/a 1141 n/a 817

Processs 1. The EL Designee or coordinator will complete the Reclassification Form for students who meet the first

criteria. See Appendix 22. Form will then be sent to the teacher for further input and completion of grades, test scores, etc.3. If a student meets criteria 1, 2, and 4, a Parent Notification Letter of Reclassification will be sent to the

parents, inviting them to a phone conference where they can consult with the EL Designee orcoordinator and/or teacher, and their child. See Appendix 3

4. At this point, if everyone is in agreement, the student is then redesignated RFEP.5. If a student has not met criteria 1, 2, or 4, they will remain EL and will be reevaluated the next school

year.

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RECLASSIFYING ENGLISH LEARNERS WITH DISABILITIES The reclassification criteria and process is the same for Special Education students being considered for reclassification, except in those cases where the IEP team feels that the student’s disability, more so than a language barrier, is the reason for why the student is not qualifying for reclassification. In such cases, it is the responsibility of the IEP team, case carrier, or teacher to initiate contact with the EL Designee or coordinator to consider the alternative reclassification criteria and form. The IEP team, to include parent and the EL Designee or coordinator, will discuss and complete the form. If the student is found to meet this criteria, he/she will then be reclassified to RFEP and two year monitoring will commence, as with all other RFEP students. See Appendix 4

RFEP Monitoring Per California Department of Education requirements, once a student is reclassified as RFEP, they are no longer required to take the summative ELPAC, but there is a requirement for four years of continued monitoring of that student. Our school will monitor RFEPs once per year over the course of the four years, using the Reclassification Monitoring form. Below is the RFEP Monitoring Schedule, based on student last name:

RFEP Monitoring Schedule Student’s Last Name Monitoring Month, Annually for Four Years

A-C October

D-F November

G-H December

I-L January

M-O February

P-R March

S-V April

W-Z May

If at any point the student is scoring below grade level, intervention measures will be put in place, so as to ensure that the student is receiving as much support as possible, toward maintaining English language proficiency and academic growth. See Appendix 5

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Granite Mountain Charter School INITIAL ELPAC NOTIFICATION LETTER

To the parent(s)/guardian(s) of: , Date:

SSID: Date of Birth: Grade:

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Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child’s Home Language Survey. The law requires us to assess your child and notify you of your child’s proficiency level in English. In California, the name of the test is the Initial English Language Proficiency Assessments for California (ELPAC). This letter also explains the criteria for a student to exit, or reclassify out of, the English learner program. (20 United States Code Section 6312[e][3][A][i],[v],[vi])

Language Assessment Results

See enclosed Student Score Report

Based on the results of the English language proficiency assessment, your child has been identified as

an student.

Program Placement

If your student was identified as IFEP, he/she is assigned to a regular academic program, will not need to participate in an English language instructional support program, will not be designated as an English Learner (EL student), nor will he/she need to take the ELPAC exam again. Please note, that this does not change your student’s homeschool teacher.

If your student was identified as an English Learner (EL), he/she has been assigned to an appropriate English language instructional support program based on the results. The goal of this program is to help your child become proficient in English and succeed in the school’s academic curriculum. Instructional support is added by your child’s teacher as needed, according to the ELPAC results. Please note, that this does not change your student’s homeschool teacher.

Exit (Reclassification) Criteria

The goal of language acquisition programs is for students to become proficient in English as rapidly as possible and to meet state academic achievement measures. This district’s exit (reclassification) criteria are listed below.

(20 U.S.C. Section 6312[e][3][A][vi])

Required Criteria

(California Education Code [EC] Section 313[f])

LEA Criteria

Granite Mountain Charter School EL Master Plan

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English Language Proficiency Assessment Overall Performance Level score of 4 (the statewide standardized ELP criterion) with no more than one subscore of 2 in the domains of reading, writing, listening, and speaking.

Teacher Evaluation Student progress as observed by the teacher, as well as student’s grades/progress indicators in math and English. Grade must be a C or higher in both courses. Progress in standards must be Meeting or Exceeding Expectations.

Parental Opinion and Consultation Parents will be invited to, and are strongly encouraged to participate in a phone conference, as noted in Parent Notification Letter of Reclassification.

Comparison of Performance in Basic Skills EL student’s English language proficiency will be compared with that of an English Proficient Student. This will take the form of the STAR 360 Assessment and SBAC scores.

Intervention and Support Options

In addition to the instructional support provided by your homeschool teacher, Granite Mountain Charter School offers other programs to help your student with their English fluency and academic achievement goals. Below is a list of options, which you can discuss with your teacher, if interested.

1. English in a Flash—is an intervention component of Star 360. All students who are designated EL have automaticaccess. Students access this program through Renaissance Place (same platform as Star 360); the username and

password are also the same as that for Star 360.BrainPop ELL is a comprehensive English language learning program for students of all ages. It is comprised ofshort, animated movies as well as games, quizzes, and interactive features. It encompasses the four mainlanguage skills: listening, speaking, reading, and writing.

2. Curriculum supplemental support—check with student’s chosen curriculum platform, as some have a built-inELD/intervention component. For example, Edgenuity students can access MyPath.

3. Pathblazer—this program can be used for intervention in math and reading. This eligibility is dependent on theirstar360 scores and is only given to students who score in the yellow intervention or red urgent intervention

categories.

3. Learning Ally—this program is an audio book program which reads books to students, so that they can hearwhat it should sound like, as it is read by an English fluent person.Should you have questions regarding theseprograms, test results or your child’s instructional placement, please contact your child’s teacher, or me, at thenumber or email listed below.

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4. Teacher-led classes offered by our EL Coordinator using evidence-based practices and curriculums.

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Evidence Form Initial ELPAC Correction: Correcting ELAS from EL to IFEP

Complete all information below and email along with evidence documentation to your school’s EL Designee. For continued questions, please contact, Ana Mejia Santana at anam@inspireschools.org. Diana Oceguera at diana.oceguera@granitemountainschool.com

HST Name: _____________________________________________________________

Student Name: _____________________________________________________________

SSID: _________________________________ Scope: _____________________________

List of evidence attached:

1. Reading:

2. Writing:

3. Listening:

4. Speaking:

Additional teacher comments and observations:

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Teacher Signature:_________________ Date:___________

Parent Signature:__________________ Date:___________

Final Outcome: Student ELAS will be corrected to IFEP: Yes No

Director of ELD/EL Designee:____________________ Date:___________

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English Language Learner Reclassification Form

Student Name: Grade:

Scope:

Teacher Name: Date:

1. ELPAC Scores 2. English Language Proficiency/ Academic Performance

Overall Score Comparison Data English Math Subscores: Reading Grades/Progress

Indicators Writing SBAC Scores

Listening Star 360 Scores

Speaking Other:

3. Teacher Evaluation

4. Parent Opinion

Final Outcome: Student will be reclassified: Yes No

Teacher Signature:__________________ Director of ELD EL Intervention

Coordinator:______________________

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Granite Mountain Charter School 8560 Aliento Road, Lucerne Valley, CA 92356

Ph (909) 906-3593 | Fax (909) 324-2720

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Parent Signature:___________________ Official RFEP

Date:___________________

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Granite Mountain Charter School 8560 Aliento Road, Lucerne Valley, CA 92356

Ph (909) 906-3593 | Fax (909) 324-2720

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Parent Notification Letter of Reclassification

June 14, 2019 Date

Dear Parents or Guardians:

State and federal laws require all school districts in California to give a state test of English proficiency each year to every student who is identified as an English Learner. In California, the name of this test is the English Language Proficiency Assessments for California (ELPAC). The results of the ELPAC help to measure how each student is progressing toward proficiency in English in the areas of listening, speaking, reading, and writing.

Your child has been given the ELPAC. Scores are in and based on your child’s performance on this test, your child may be reclassified as fluent English proficient (RFEP). In addition to the ELPAC scores, criteria used to make this decision include: an evaluation of your child’s academic performance by the teacher, your child’s English proficiency as measured by the SBAC, Star 360, and/or iReady assessments, and your opinion as the parents or guardians about your child’s proficiency in English and readiness to be reclassified.

You are invited to contact me at the number below for a phone conference, so that we may discuss and decide on your child’s readiness and overall qualification for reclassification. Questions about the ELPAC or your child’s results can also be directed to me as well.

We urge you to make this contact and hold this conference as soon as possible, so that you can continue to be actively involved in your child’s learning, and together we can make decisions that are in the best interest of your child.

Sincerely,

Ana Mejia Santana, M. Ed. Diana Oceguera Assistant Principal EL Intervention Coordinator Granite Mountain Charter School 909-827-2399 909-492-0626anam@inspireschools.org diana.oceguera@granitemountainschool.com

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Granite Mountain Charter School 8560 Aliento Road, Lucerne Valley, CA 92356

Ph (909) 906-3593 | Fax (909) 324-2720

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Carta de Notificación a los Padres de Reclasificación

Fecha

Estimados padres o tutores:

Las leyes estatales y federales requieren que todos los distritos escolares de California den un examen estatal de dominio del inglés cada año a todos los estudiantes identificados como estudiantes que están aprendiendo inglés como segundo idioma. En California, el nombre de esta prueba es La Prueba de Suficiencia en el Idioma Inglés de California (English Language Proficiency Assessments for California, ELPAC). Los resultados de ELPAC ayudan a medir cómo cada estudiante está progresando en el dominio del inglés en las áreas de comprensión auditiva, expresión oral, lectura y escritura.

Su hijo(a) ha tomado el examen ELPAC. Los resultados han llegado, y basado en el desempeño de su hijo(a) en esta prueba, puede ser reclasificado como apto en inglés (RFEP). Además de los puntajes de ELPAC, los criterios utilizados para tomar esta decisión incluyen: una evaluación del desempeño académico de su hijo(a) por parte del maestro, la aptitud en inglés de su hijo(a) según lo medido por las evaluaciones SBAC, Star 360 y / o iReady, y su opinión como padres o tutores sobre la aptitud de su hijo(a) en inglés, y su disposición para ser reclasificado.

Les invito a que se comuniquen conmigo al número que figura a continuación para una conferencia telefónica, para que podamos discutir y decidir sobre la calificación general y disposición de su hijo(a) para la reclasificación. También pueden dirigirse a mí si tienen preguntas sobre el ELPAC o los resultados de su hijo(a).

Les instamos a hacer este contacto y realizar esta conferencia lo antes posible para que pueda seguir participando activamente en el aprendizaje de su hijo(a), y juntos podamos tomar decisiones que sean en beneficio de su hijo(a).

Sinceramente,

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Granite Mountain Charter School 8560 Aliento Road, Lucerne Valley, CA 92356

Ph (909) 906-3593 | Fax (909) 324-2720

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Ana Mejia Santana, M. Ed. Diana Oceguera Assistant Principal EL Intervention Coordinator Granite Mountain Charter School 909-827-2399 909-492-0626anam@inspireschools.org diana.oceguera@granitemountainschool.com

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Reclassification Form For English Learners with Disabilities

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Policy, from Granite Mountain Charter School Master Plan: RECLASSIFYING ENGLISH LEARNERS WITH DISABILITIES

The reclassification criteria and process is the same for Special Education students being considered for

reclassification, except in those cases where the IEP team feels that the student’s disability, more so

than a language barrier, is the reason for why the student is not qualifying for reclassification. In such

cases, it is the responsibility of the IEP team, case carrier, or teacher to initiate contact with the Director

of ELD EL Intervention Coordinator to consider the alternative reclassification criteria and form. The IEP

team, to include parent and the Director of ELD EL Intervention Coordinator, will discuss and complete

the form. If the student is found to meet this criteria, he/she will then be reclassified to RFEP and two

year monitoring will commence, as with all other RFEP students.

Student Name: Grade:

Scope:

Teacher Name: Today’s Date:

Primary Disability: Date of last IEP:

Secondary Disability:

1. Indicate which assessment the student took: ELPAC _____ Alternate version_____

2. ELPAC Scores 3. English Language Proficiency/ Academic Performance

Overall Score Comparison Data English Math Subscores: Reading Grades/Progress

Indicators Writing SBAC Scores

Listening Star 360 Scores

Speaking Other:

4. Has student met language proficiency criteria as assessed by ELPAC? Yes ___ No___

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Reclassification Form For English Learners with Disabilities

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5. Does the IEP/reclassification team believe the student’s disability impedes thestudent’s ability to demonstrate English proficiency on the ELPAC? Yes ___

No ___

6. If so, in which domains? Reading ___ Writing ___ Listening ___Speaking ___Provide an explanation below by using the following criteria to help determine if factors

other than English language proficiency are responsible for limited achievement on

ELPAC and/or

ELA:

___ Student’s performance is commensurate with his/her ability, due to his/her disability.

___ Student’s performance is commensurate with that of peers who have a similar learning

disability and are NOT English Learners.

___ Student’s errors are indicative of a student with his/her disability versus a language barrier.

___ Other/also:

7. Was an English proficiency goal written into the student’s IEP? Yes ___ No ___ 8. Did the student meet the English proficiency goal? Yes ___ No ___ 9. Is it the belief of the IEP/reclassification team that the student has reached an

appropriate level of English proficiency and should be reclassified? Yes ___ No ___

10. Teacher Evaluation

11. Parent Opinion

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Reclassification Form For English Learners with Disabilities

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Final Outcome: Student will be reclassified: Yes No

Teacher Signature:__________________ Director of ELD EL Intervention

Coordinator:______________________

Parent Signature:___________________ Official RFEP

Date:___________________

Case Carrier:_______________________ IEP Team

Member:___________________

IEP Team Member:__________________ IEP Team

Member:___________________

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Reclassification Form For English Learners with Disabilities

25

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English Language Learner RFEP Monitoring Form

26

Student Name: Grade:

Scope:

Evaluation Interval:

Year 1 Year 3

Year 2 Year 4

Teacher Name: Date: RFEP Date:

Academic Achievement English Math

Classroom Grades

SBAC Scores

Star 360 Scores

Other:

Was academic performance satisfactory? Yes No

Are intervention strategies necessary? Yes No

Targeted Intervention (if required) Specific Academic Need: Description of Specific

intervention:

Performance target (SMART

Goal):

Specific Academic Need: Description of Specific

intervention:

Performance target (SMART

Goal):

Specific Academic Need: Description of Specific

intervention:

Performance target (SMART

Goal):

Additional Comments/Information

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English Language Learner RFEP Monitoring Form

27

___________________________________________________ _________________________________________________

Teacher Signature Date Parent Signature Date

___________________________________________________

Director of ELD or Designee EL Intervention Coordinator Date

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Non-Compliance Policy and Procedures Granite Mountain Charter School is committed to ensuring students are appropriately engaged in learning, particularly as it correlates to attendance reporting. After the Non-Compliance Process has been seen through, it may be determined that Independent Study is not the best educational placement for the student and as such, the student may be Administratively Withdrawn.

The purpose of the Granite Mountain Charter School Governing Board approving this Non- Compliance Policy is to accomplish the following:

1. Outline the Non-Compliance Process2. Outline the Student’s Responsibility to complete Work/Progress, Assignments/Work

Samples, and/or Student Activity Logs3. Outline the Parent’s and Student’s Responsibility to Schedule and Attend Monthly

Learning Periods4. Establish Communication Requirements for the Home School Teacher (HST).5. Outline the Non-Compliance Procedures6. Outline the Procedures for the HST when sending the First Non-Compliance Letter7. Outline the Procedures for the HST when sending the Second Non-Compliance Letter8. Outline the Procedures for the Administrative Conference Call9. Establish the Non-Compliance Timeline/Checklist

Non-Compliance Process: The school’s Non-Compliance Process can be engaged if astudent/family is found to have one or more of the following:

● Student is not engaged in learning at least 85% of a learning period (equivalent tothree days of school in a twenty-day learning period) or Two (2) missingassignments during any period of twenty (20) school days

● One or more missing Work Samples● One or more missing Student Activity Logs (Attendance Logs)● Missed or not scheduled one or more monthly learning period or other meetings.● Has not responded to their Homeschool Teacher after three sets of attempts (phone

and email) over the course of six school days.

Student Work/Progress, Assignments/Work Samples, Student Activity Logs: It isrequired that all Homeschool Teachers (HSTs) review and affirm student learning andcollect Student Activity Logs and Work Samples every twenty school days. It is alsorequired that all HQTs monitor work completion and progress for High School Students, ifusing an HQT. When any pupil fails to complete two (2) assignments or be engaged inlearning at least 85% of during any period of twenty (20) school days, or has missed one ormore work samples, the HST should then start the Compliance Process.

Monthly Learning Period or Other Meetings: It is the parent’s and student’sresponsibility to make every effort to schedule and attend monthly learning period meetingsevery twenty school days. If the meeting is successfully scheduled or held after two ormore attempts it could be determined that the family has not met the school’s meeting

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expectations and the HST should start the Non-Compliance Process.

4. Communication Requirements of the Home School Teacher: HSTs will keep positiveand open lines of communication with each family. HSTs will follow a communicationpattern with a pairing of a phone call, email message, and document in Contact Manager. Ifan initial communication pair (#1) is not responded to within two school days, the HST willattempt to reach the family again with another communication pair (#2). If the secondcommunication pair is not successful, the HST will attempt a third communication pair (#3)and start the Compliance Process by sending Non-Compliance Letter #1.

5. Non-Compliance Procedures: The compliance procedure can include two complianceletters and one Administrative Conference call. If after the Administrative Conference callthe student fails to meet expectations, the student will be withdrawn from the school for atminimum, one academic school year.

6. First Non-Compliance Letter: Should any of the items listed in the Non-ComplianceProcess occur and there have been three Communication Pairs attempted, upon the thirdattempt, the HST will:

● Send Non-Compliance Letter #1 to the family via certified mail and email with readreceipt.

● Document date letter was sent, issue, and tracking number in Contact Manager● Remind student/family of the appropriate sections of the Master Agreement and

Parent- Student Handbook that specifically address the issue/concern.● Talk with the family to see what the issues/concerns are on both sides as well as

develop a plan to support the student and resolve any issues.● As part of the resolution process, HST will create an Action Plan with the family to

provide measurable goals for the student to become and remain compliant. TheAction Plan will be implemented through the end of the learning period followingthe date of implementation.

● Regional Coordinator will help HST monitor family’s progress on the Action Plan.The Action Plan end date may be extended if the HST and RC determine thatmoderate progress has been made.

● Hold all Instructional Funds until the family is compliant.● Additional materials and service requests may be paused during the compliance

process.

7. Second Non-Compliance Letter: Without satisfactory resolution or response to the issuesdescribed in the Non-Compliance Letter #1 within five school days, or with minimal to noprogress on the Action Plan, the HST will:

● Attempt to call and email the family (Communication Pair #4)● Determine a day and time to schedule an Administrative Conference Call with the

parent(s)/guardian(s), HST, and Sr Regional Director, to be specified in Non-Compliance Letter #2. Date should be no sooner than the 6th school day from thedate of the letter.

● Send Non-Compliance Letter #2 with conference call number to the family viacertified mail and email with read receipt. Document date letter was sent, issue, andtracking number in Contact Manager

● Attempt to remind/confirm the parent/guardian of the call via phone and email.Document the communication in the Contact Manager. Remind student/family of theappropriate sections of the Master Agreement and Parent- Student Handbook thatspecifically address the issue/concern.

Letter #2 gives the family another the opportunity to communicate and work with their HST to address and problem-solve the issues of concern. Should the family fail to communicate

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to their HST within five school days from the date the letter was sent, the parent/guardian must either communicate and resolve the indicated issues with their HST or attend the Administrative Phone Conference as scheduled in the letter. If the family communicates with their HST and resolves the indicated issues to resume progress on the Action Plan, please share this at the Administrative Conference Call with the Regional Director.

8. Administrative Conference Call: Without satisfactory resolution to the issues/concerns,the HST will:

● Send out a conference call number to all participants. Attempt to remind/confirm theparent/guardian of the call via phone and email. Document the communication in theContact Manager.

● Document date the Administrative Conference Call was held including a briefsummary of the outcome in the Contact Manager.

● During the call: Remind student/family of the appropriate sections of the MasterAgreement, Parent- Student Handbook, and Action Plan that specifically addressthe issue/concern.

A team composed of Parent(s)/Guardian(s), HST, and a Director must be present on the Administrative Conference Call. During this time the team will work towards resolution of the issues/concerns as well as determine if this is the best placement for the student. School Administration may determine the following:

● Independent Study is in the best interest of the student.● The need to place the student on a student improvement plan. add to, adapt, or

extend the Action Plan● The need to implement different strategies to collect compliance documents

(Student Activities Logs and or Work Samples).● Determine that it is not in the student’s best interest to remain in our independent

study program.If the Administration finds that this is not in the best interest of the student to remain in independent study, then the student shall be withdrawn from the school by following the procedures in the school’s withdrawal policy.

If the student or parent does not attend the Administrative Conference Call, the student could be withdrawn from the school by following the procedures in the school’s withdrawal policy. A letter will be mailed out to the family notifying them that the withdrawal has taken place and that they must enroll in a different school. 9. Non-Compliance Timeline/Checklist:

● Concern/Issue Ariseso The HST will Call & Email Family (Communication Pair #1)*

● Wait 2 School Days● Resolution – Stop Process● If No Resolution Continue

o The HST will Call & Email Family (Communication Pair #2)*● Wait 2 School Days● Resolution –Stop Process● If No Resolution Continue

o The HST will Call & Email Family (Communication Pair #3) + Send Non-Compliance Letter #1 (Certified Mail) Hold Instructional Funds*

● Wait 5 School Days● Resolution– Stop Process● If No Resolution Continue

o 5253The HST will Call & Email Family (Communication Pair #4) + Send Non- 57

Compliance Letter #2 that includes Administrative Conference Call (Certified Mail)*

● Wait 5 School Days● Resolution – Stop Pause Process● If No Resolution Continue

o The HST will Hold Administrative Conference Call and determine bestcourse of action*

● Follow school withdrawal policy, if applicable*

*Document in Contact Manager.

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Promotion, Acceleration and Retention Policy

Granite Mountain Charter School is committed to making individual decisions on grade level acceleration, and retention based on the long-term, best interest of the individual student. Staff is committed to helping all students realize their fullest potential and strives to meet their needs in bringing individualized instruction to the student based on their specific academic levels. When high academic achievement is evident, staff may request a student for acceleration into a higher grade level. The student’s academic, social, and emotional maturity level shall be taken into consideration in making a determination to accelerate a student. When a student is experiencing difficulty and the need for additional intervention arises, staff may refer a student for retention.

The purpose of the Granite Mountain Charter School Governing Board approving this Promotion, Acceleration, and Retention Policy is to accomplish the following:

1. Outline the Promotion Policy2. Outline the Acceleration Policy3. Outline the Retention Policy4. Outline the Appeals Process for Parents5. Establish the Process for IDEA/504 Students6. Outline the Charter School Rights

1. Promotion Policy:K-8: Each K-8 student will be enrolled in four core subjects: Language Arts, Mathematics,Science, Social Studies. In order to ensure a well-rounded education, students will also engagein additional enrichment opportunities like art, music, athletics, world languages, technology,field trips, and virtual and in-person community and social experiences. providing a well-rounded education. Students shall progress through the grade levels by demonstrating growthin learning and meeting grade level standards.

High School: High school students can select courses from a variety of learning programs. Students will be enrolled in a minimum of 20 credits per semester (4 classes) unless considered a fifth-year senior. If the student is taking courses at a community college, he/she must meet with his/her counselor to obtain approval prior to enrolling in the community college courses.

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Four-Year Plan for High School Students: Supervising teachers will develop a four-year individual graduation plan (FYP) for each high school student. The FYP will be reviewed by the Guidance Counselor and/or Regional Administrator and revisited annually (unless necessary due to mid-year course changes). The four-year individual graduation plan will include the student’s college and/or career path, their completed and intended/upcoming courses, their curriculum used, and notate if the student plans to partake in CTE or Concurrent Enrollment opportunities. ● Student’s intended courses● Courses completed● Course of Study● College and/or Career path

Required Courses for All High School Grade Levels*: ● English-Language Arts● Mathematics● Science● Social Studies/History● Electives

*This depends on the student’s individual graduation plan and course progression.

2. Acceleration Policy:When high academic achievement is evident, a teacher and/or parent may recommend a student for acceleration of courses. The student’s social and emotional growth shall be taken into consideration in making a determina